The Reasonable Adjustment Project

Part of Implementing the Disability Discrimination Act in Schools and Early Years-May 2006

The reasonable adjustments duty

Disability Discrimination Act

SEN FrameworkAccess Planning Duty

Who counts as disabled?

A person is disabled if they have a mental or physical impairment which has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.

Meaning of:• substantial• long-term• normal day-to-day activities

Admissions, exclusions and ‘education and associated services.’ This includes:

the curriculumteaching and learningclassroom organisationbreaks and lunchtimesschool policiesschool clubs and activitieshomeworkassessment and exam

arrangementstimetablingschool tripsexclusion procedures... the whole life of the school

Reasonable adjustments 15

The reasonable adjustments duty:

- is anticipatory

- is owed to all disabled pupils

- affects all policies, procedures and practices

- involves early discussions with parents and pupils

- involves early information from the LEA, health and social services

- is a continuing responsibility

Factors

Taking reasonable steps to avoid substantial detriment to a disabled pupil such as:-

• Time and effort expended

• Inconvenience, indignity or discomfort

• Loss of opportunity or diminished progress.

Reasonable adjustments, factors that may be taken into account:

- standards- resources- costs- practicability- SEN provision- health and safety- interests of other pupils

The reasonable adjustments duty does not require schools to:

•provide auxiliary aids or services

•remove or alter physical features

RAP- Reasonable Adjustment Project?

• Received nearly 400 nominations• Visited 41 schools for filming• Gained many examples of reasonable

adjustments• Currently writing training manual• 3x1.5 Hour DVDs and Manual and CD Rom• Part of Implementing Disability Discrimination

Act in Schools , DfES• Published Free to Schools April 2006

What is on DVD 1?

• DVD 1: Essential viewing and other topics

• Essential Viewing, an introduction to the materials (25)

• Breaks, Lunchtimes and Clubs (10:30)• Educational Visits (16)• Behaviour for Learning (26)• Meeting Personal Care and Medical

Needs (22)

What is on DVD 2?• DVD 2: Foundation stage and primary education• Foundation Stage in maintained schools (19)• Primary School Stories: • Primary School Stories Introduction (1:30)• Goostrey Community Primary School (8:30)• Billesley Primary School (7:30)• Batheaston Primary School (8)• Primary Education:• Primary Education Introduction (4)• Curriculum and Planning (22)• Teaching and Learning (17:30) • Deployment of Staff and Resources (22)• Ethos and Whole School Development (23)

What is on DVD 3?• DVD 3: Secondary education• Secondary school stories:• Secondary School Stories Introduction (1)• Langdon School (11) • North Leamington Community School and Arts College

(16)• Secondary Education:• Secondary Education Introduction (4)• Curriculum and Planning (22)• Teaching and Learning (21) • Deployment of Staff and Resources (22:30)• Ethos and Whole School Development (21:30)

Key factors

• vision and values based on an inclusive ethos• a ‘can do’ attitude from all staff• a pro-active approach to identifying barriers and

finding practical solutions• strong collaborative relationships with pupils

and parents• a meaningful voice for pupils• a positive approach to managing behaviour

… continued

Key factors … continued

• strong leadership by senior management and governors

• effective staff training and development• the use of expertise from outside the school• building disability into resourcing arrangements• a sensitive approach to meeting the impairment

specific needs of pupils• regular critical review and evaluation• the availability of role models and positive

images of disability

Activity Essential Viewing

• On the pro-forma provided identify the reasonable adjustments and the barriers.

• Each clip in essential viewing there are a number of barriers being addressed such as in the first clip.

Barriers Reasonable Adjustment

Not knowing what to do

Planning with pupil, parent and outside agencies

DfES CD-Rom

Can’t access activities

Parallel activities

Fear of risk Risk Assess

Support of TA

Activties cause fatigue

Re-order activities

Jake Sports Day

Reasonable adjustments in the classroom-checklist

• Pre Planning Information• What preparations have you made?• Are lesson planned to support all learners?• Are you using different teaching styles?• Are prepared materials accessible?• Have you thought about self presentation?• How will you use support staff?• How have you organised the classroom?• How will you group pupils in the lesson?• How will you deal with unexpected incidents?• How will you ensure all pupils feel equally valued?• How will you assess outcomes for all learners?

Making Reasonable Adjustments for disabled pupils• Sent out 9000 schools. Received nearly 400

nominations• 54 LEA’s nominated schools• Chose a mix of schools• Visited 41 schools for filming-3DVDs & CD Rom• Gained many examples of reasonable

adjustments• Now available 1 free copy per school. You have

to send & for it. Implementing the Disability Discrimination Act in Schools and Early Years

• Ref 0160-2006DOC-EN Tel. 084560 222 60• Online www.teachernet.gov.uk/publications